THE IMPACT OF REFLECTIVE PRACTICES ON STUDENT-CENTERED LANGUAGE LEARNING
Keywords:
Reflective practices, student-centered learning, language acquisition, learner autonomy, EFL, metacognition.Abstract
This study investigates the role of reflective practices in enhancing student-centered language learning. Reflective practices, which involve learners in evaluating their learning processes, are increasingly recognized as tools to promote autonomy, critical thinking, and active engagement. This research draws on qualitative observations and learner feedback in English as a Foreign Language (EFL) contexts to examine how reflective techniques support personalized learning experiences and improve language acquisition outcomes. The results show that students who engaged in regular reflection were more motivated, took greater responsibility for their learning, and demonstrated measurable language progress.
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References
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2. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. D.C. Heath.
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4. Farrell, T. S. C. (2015). Reflective Language Teaching: From Research to Practice. Bloomsbury Academic.
5. Nguyen, T. M. (2020). “Learner Autonomy and Reflective Practices in EFL Learning: A Case Study.” Language Education Journal, 12(3), 210–228.
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Copyright (c) 2025 Tuliboyeva Nilufar
This work is licensed under a Creative Commons Attribution 4.0 International License.
